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Unit 107:
Exploring Specialist Textile
Techniques
Unit code:
F/502/5760
QCF Level 3:
BTEC National
Credit value:
10
Guided learning hours: 60
Aim and purpose
The aim of this unit is to enable learners to gain knowledge of skills by exploring materials, equipment,
processes and techniques that are specifically linked to the textile design areas of printed, constructed and
embroidered textiles. Learners will experiment with a range of working methods and materials.
Unit introduction
Artists, craftspeople and designers continually explore and experiment with ideas, materials, processes and
techniques in their work to improve their knowledge of their subject area and develop their skill level. They
also do this to see if new ideas and techniques can inspire them in producing a wider range of work. This
restless exploration is a central part of many practitioners’ creative output, and often yields exciting results in
ways they may not have predicted.
Sample pieces are used by textile designers and makers to inform clients and to test or gauge the
characteristics of fabrics such as feel, texture, strength and so on. This unit focuses on similar exploration
through practical activities. Learners will work in three main areas of textile design: printed, constructed
and embroidered textiles. This unit gives learners the opportunity to explore and experiment with
materials, processes, equipment and techniques that are specifically linked to these areas. Samples may also
demonstrate a use of a combination of techniques such as stitch on a printed surface or print on a knitted
cloth.
Learners will use skills and knowledge gained in a textile design area of personal interest, for further study and
investigation. The unit gives learners a sound basis from which to develop specific skills in their chosen area,
and to produce original and exciting textiles work. There will also be opportunities for learners to review the
work of other textile designers.
Artists, craftspeople and designers use a range of skills to review and evaluate their explorations. In this unit
learners will learn how to review and evaluate their own work.
Learning outcomes
On completion of this unit a learner should:
1
Know about specialist areas of textile design
2
Be able to experiment with specialist textile techniques
3
Be able to create a body of textile work using specialist textile techniques.
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
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Unit content
1 Know about specialist areas of textile design
Knowledge: investigation; personal exploration eg samples, experimentation; practitioners (historical,
contemporary); research eg books, internet, visits to textile exhibitions, art galleries, museums
Specialist areas: investigate (contemporary, historical), artists, craft workers, designers); techniques
(traditional, experimental); constructed textiles eg weave, knit, felt-making; printed textiles eg screen
printing, hand painting, fabric dyeing, surface pattern; embroidered textiles eg machine embroidery, hand
embroidery, fabric manipulation, mixed media
2 Be able to experiment with specialist textile techniques
Textile techniques: create samples eg preparatory, making, finishing processes; safe operation (tools,
machinery, equipment); creating textile samples eg processes, fabrics, yarns, new, recycled, organic,
person-made; world cultures
Printed textiles: eg stencil, block and screen printing, transfer printing, devoré, hand painted; surfaces eg
backgrounds, plain, textured,
Constructed textiles: weave techniques eg traditional, contemporary; tapestry frames; looms (shaft hand,
card, braid); structures eg plain, twill, Jacquard, distorted weft, open structures, looping, tassels, knots,
wrappings
Knitting techniques: traditional; contemporary eg using fingers, French knitting dollies, needles, sticks,
domestic knitting machines, stitches, methods, fair-isle, twisting, crossing, wrapping, winding, fringing,
short row, partial knitting, domestic machine techniques, single, double bed stitch structures, stocking
stitch, ribs, slip/skip, tuck, Jacquard, open fabric, knit weave, intarsia; felt making eg fleece, hand, machine
knitted fabrics
Embroidered textiles: embroidery techniques (traditional, contemporary) eg hand, machine stitching
appliqué, quilting, patchwork, cutwork, stump work, tassels, wrapping, layering, fraying, fabric
manipulation, tucking, piping, rouleau loops, buttonholes, darts, pleats
3 Be able to create a body of textile work using specialist techniques
Body of relevant work: eg personal study, sketchbooks, journals, worksheets; record eg materials,
methods, processes; experimental pieces; sample pieces eg garments, accessories
Investigations: own work; others’ work eg strengths, development areas; qualities eg materials, media;
applications eg techniques, processes; analyse results; confirm own views; use feedback in decision
making
2
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the
evidence must show that the
learner is able to:
To achieve a merit grade the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction grade
the evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
P1
outline specialist areas of
textile design
[IE]
M1 describe a diverse range of
contemporary and historical
textile design
D1
P2
produce textile samples using M2 show purpose in exploring
specialist techniques
a range of textile techniques
[CT, IE]
producing a considered set of
samples
P3
produce own textile work
[SM, CT, RL, EP]
P4
review own textile work.
demonstrate independence
and creativity in producing
an informed body of work
that reflects highly focused
research and sophisticated
development of ideas.
M3 show an individual approach
to expand on researched
information to produce a
coherent body of work.
PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.
Key
IE – independent enquirers
RL – reflective learners
SM – self-managers
CT – creative thinkers
TW – team workers
EP – effective participators
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
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Essential guidance for tutors
Delivery
This unit should take place in a studio or workshop environment in addition to visits to galleries, exhibitions
and practising artists to inform learner ideas. Teaching methods should help to develop learners’ knowledge
and understanding of working with a variety of textile techniques and equipment. Learners will be expected to
produce experimental work and samples in the three specialist areas of printed, constructed and embroidered
textiles before developing one of these areas further.
Learners must produce experimental work and samples in the three specialist areas of printed, constructed
and embroidered textiles. In this way, this unit will support further work in other specialist units.
Tutors are encouraged to work in a studio or workshop environment and organised visits to galleries,
exhibitions and practising artists to inform ideas. Learners should be introduced to specialist areas of textile
design through tutor-led demonstrations in various textile techniques and applications using a variety of
materials, equipment and processes. Learners should be encouraged to be experimental and innovative in
the use of techniques and equipment and also to work with materials and technologies with which they are
unfamiliar. Opportunities should be taken to work with unusual and recycled materials and new technologies.
Learning outcome 1 introduces different areas of historical and contemporary textile design. This can be
delivered by tutor-led presentations using visual examples, followed and reinforced by group discussions. It
is important that learners review the work of other textile artists to inform their ideas. This may take the
form of visits to galleries, exhibitions, workshops, textile departments in museums and degree shows or talks
by visiting artists. Learners’ research should list artists, designers or craft workers relevant to each area and
should highlight the unique ways in which these practitioners have worked in their fields.
For learning outcome 2 learners should use their research to inform their own development as they move
through the different textile areas. Experimental work might highlight combinations of different media such as
the use of fabric manipulation techniques and stitch on hand painted and printed textiles.
Tutors must explain all health and safety issues relating to the techniques and equipment to be used. Learners
should adhere to all aspects of current legislation associated with health and safety in the workplace. They
must be aware of how they can minimise risk to themselves and others by working safely at all times.
Learners should record all aspects of health and safety guidance in their sketchbooks or work journals as good
professional practice. Learners should also collect and collate any technical information such as handouts or
their own notes on techniques and equipment as part of their research file.
Learning outcome 3 requires learners to use the results from their practical experimentations and their
research and investigations into textiles to select an area for further development. The chosen area may be
linked to a learner’s specialist option units. The choice should be based on personal preference, strengths in
the practical experimentations and any progression or career aspirations learners may have. Learners should
explain why they have reached their decision, through ongoing evaluation of their own work and the work
of others. Evaluation should be initiated in the early parts of the unit delivery, as part of an ongoing process to
provide learners with a methodology for reviewing their progress aesthetically and technically.
Learners need to discuss and explain their creative decisions and constraints.
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Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit.
Lectures/seminars to introduce historical textile design.
Lectures/seminars to introduce contemporary textile design.
Visits to galleries, museums, individual research.
Introduction to textile design and techniques through experimentation – tutor-led.
Assignment 1: Developing a Textile Panel From Set Research
Tutor demonstrations of techniques and processes.
Learners develop samples.
Learners evaluate samples.
Learner-initiated study.
Assignment 2: 3D Textiles Inspired by a Gallery Visit
Develop design ideas.
Select source materials.
Develop samples.
Select specialist techniques for outcomes.
Produce outcomes.
Unit review and assessment.
Assessment
For P1, learners need to carry out research into historical textile design. The research must show basic
understanding of the different areas, and basic comprehension of the qualities that separate and overlap within
the areas and the practitioners in the fields.
For P1, learners must carry out research into the work of a range of contemporary textile designers that
represent different specialist areas. The research must give a basic analysis of current ideas, use of materials,
techniques, processes and practitioners.
For P2, learners need to produce a basic range of experimental textile samples. The use of equipment,
techniques and processes may show a limited ability to explore and react to results from practical work.
Learners need to investigate different textile techniques and their applications but range of techniques may be
limited. There may be limited depth of study and basic conclusions. Learners develop samples which clearly
incorporate the specialist areas of print, constructed and embroidered textiles from original design ideas.
Learners must demonstrate that they have selected and used techniques and equipment safely and effectively
when producing samples. Evidence of this could be observations or learner recordings the techniques and
equipment used and the application and relevance to health and safety issues.
For P3 learners must decide on an area of interest in textile design to produce a body of work. Some of the
conclusions reached in making the decision may be defined by the tutor. Learners must show a basic ability to
make their choice using information from practical research.
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
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For P4, learners must evaluate their own work at a basic level. They ma show a limited understanding of the
strengths and developmental areas in the work. Learners will show a basic understanding in evaluating others’
work. The level of enquiry may be limited.
For M1, learners must describe a diverse range of contemporary and historical work that represents textile
design in the specialist areas. The research should embrace a wider range than in work assessed at P1, and
the level of enquiry should be more in-depth.
For M2, learners must show purpose in exploring a wide range of textile techniques and confidence in using
various processes, techniques and equipment. Learners must recognise the potential for further development
from their explorations and show independence in their work. Learners use skill and purpose in producing an
effective range of textile samples, safely.
For M3, learners must use in-depth analysis of others’ work to make informed judgements on the suitability of
techniques for specific purposes. They must demonstrate understanding of the different techniques they have
used and display a confident ability to manipulate techniques to fulfil personal aims and produce a coherent
body of work.
For D1, learners show an individual and innovative approach to producing a creative and visually stimulating
body of work. They must show a high level of skill and understanding of the qualities of different techniques.
Learners must independently recognise and record their observations in terms of the techniques, equipment
and processes used. Learners must show comprehension in synthesising information gained in historical,
contemporary and practical research to make informed choices about areas of interest. Learners must link the
activities in the unit in a fluent manner, and show a personal involvement and sense of enquiry.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario
P1, P2, P3, P4
Assignment 1:
D1
Developing a Textile
Panel from Set
Research
Designer researching
historical and contemporary
methods of making different
textile designs. Experimental
responses and technical
analysis are required.
P1, P2, P3, P4
Assignment 2:
Textile artist seeking
inspiration for new designs.
M1, M2, M3
M1, M2, M3
D1
6
3D Textiles Inspired by
a Gallery Visit
Assessment method
●
●
●
Portfolio of technical
information, practical
investigations, textile
techniques and sample
analysis.
Tutor evaluation.
Self evaluation,
presentation.
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit forms part of the BTEC Art and Design sector suite. This unit has particular links with the following
unit titles in the BTEC Art and Design suite:
Level 1
Level 2
Level 3
Introduction to Dyed Textiles
Working with Textile Briefs
Extending Specialist Textile
Techniques
Introduction to Printed Textiles
Working with Accessory briefs
Papermaking and Printmaking in
Textiles
Introduction to Machine Techniques Working with Fashion Design Briefs
Woven Textiles
Knitted Textiles
Embroidered Textiles
National Occupational Standards
This unit also provides development opportunities for some of the underpinning skills, knowledge and
understanding of the following National Occupational Standards:
Skillfast-UK Sector Skills Council
Textiles and Material Design
●
O46ND5 Contribute to realising design prototypes for textiles and materials
●
046D10 Developing alternative textile and material design ideas
●
CA9 Keep up to date with developments within the arts
●
O8NSAS1 Communicate effectively
●
CV10 Identify and describe items of cultural interest.
Essential resources
Studio space is required to enable learners to develop paper design ideas into experimental and innovative
textile samples. Workshop facilities must include hand embroidery tools, domestic sewing machines,
embroidery accessories, machine embroidery rings, hand knitting facilities, hand weave equipment and print
equipment as listed in the Unit content. Learners must also have access to the internet, textbooks and journals
for historical and contemporary research. Learners should also be encouraged to attend exhibitions, galleries,
external workshops, trade shows and studio artists.
Employer engagement and vocational contexts
Centres should develop links with practising artists, craftspeople and designers to deliver assignments to
learners or to provide work experience.
Links with employers are essential to the delivery of the programme for work experience and future
employment.
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
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Vocational learning support resources:
●
Learning and Skills Network – www.vocationallearning.org.uk
Business and finance advice:
●
local and regional Business Link – www.businesslink.gov.uk
Assignments should be vocationally relevant; centres should consider the delivery of ‘live projects’, for
example, to support the vocational content of the unit and programme.
Creative and Cultural Skills (www.ccskills.org.uk), the Sector Skills Council for Arts, Crafts and Design,
has launched the web portal Creative Choices (www.creative-choices.co.uk). This portal has a range of
information about careers in the arts, crafts and design sector, including job descriptions.
Indicative reading for learners
Textbooks
Beaney J – Art of the Needle (Pantheon, 1988) ISBN B00169MP84
Beaney J and Littlejohn J – Complete Guide to Creative Embroidery (Batsford, 1997) ISBN 978-0713482621
Beaney J and Littlejohn J – Stitch Magic (Batsford, 2005) ISBN 978-0713489606
Brown P – The Encyclopaedia of Embroidery Techniques (Search Press, 2001) ISBN 978-0855329853
Campbell-Harding V and Grey M – Layers of Stitch (Batsford, 2001) ISBN 978-0713486537
Campbell-Harding V and Watts P – Machine Embroidery: Stitch Techniques (Batsford, 1989)
ISBN 978-0713457971
Dunnewold J – Complex Cloth (Martingale and Co, 1996) ISBN 978-1564771490
Edmonds J – Three Dimensional Embroidery (Batsford, 2009) ISBN 978-1906388546
Fisch A M – Textiles Techniques in Metal (Lark Books, 1996) ISBN 978-0937427491
Holmes V – Machine Embroiderer’s Workbook (Batsford, 2001) ISBN 978-0713479836
Messent J – World of Embroidery (Batsford, 1996) ISBN 978-0713479980
Singer M and Spyrou M – Textile Arts: Multicultural Traditions (A & B Black, 2000) ISBN 978-0713657166
Wells K – Fabric Dyeing and Printing (Conran Octopus, 2000) ISBN 978-1840911459
Westphal K – The Surface Designer’s Art (Lark, 1993) ISBN 978-0937274675
Journals
Embroidery Magazine
Embroiderers’ Guild
Selvedge Magazine
Selvedge
Websites
www.craftscouncil.org.uk
Crafts Council
www.design-council.org.uk
Design Council
www.designmuseum.org
Design Museum
www.embroiderersguild.com
Embroiderer’s Guild
www.vam.ac.uk
Victoria and Albert Museum
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Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill
When learners are …
Independent enquirers
researching and developing ideas to meet the requirements of the design brief
Creative thinkers
developing ideas to meet design intentions
Reflective learners
Thinking about stages of design development and selection of materials and
processes
Self-managers
producing work to meet deadlines
Effective participators
participating in presentation of work.
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
Skill
When learners are …
Independent enquirers
visiting galleries and museums to extend understanding and set ideas in context.
Creative thinkers
experimenting with textiles materials and processes
developing design ideas through to a final outcome and technologies
Reflective learners
reviewing samples processes and using experience to improve work considering
environmental issues in the design process
Team workers
observing health and safety requirements for the benefit of themselves and the
group
Self-managers
independently managing their own research and development of outcomes
Effective participators
participating in group critique and feedback.
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009
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Functional Skills – Level 2
Skill
When learners are …
ICT – Use ICT systems
Select, interact with and use ICT systems
independently for a complex task to meet a
variety of needs
using ICT packages to repeat and size designs
Use ICT to effectively plan work and
evaluate the effectiveness of the ICT system
they have used
planning for the production of a final outcome
Follow and understand the need for safety
and security practices
aware of obtaining information from secure internet sites
ICT – Find and select information
Select and use a variety of sources of
researching textile design ideas, methods and processes including
information independently for a complex task web based material and CD ROMs
Access, search for, select and use ICTbased information and evaluate its fitness for
purpose
ICT – Develop, present and
communicate information
Select and use ICT to communicate and
exchange information safely, responsibly and
effectively including storage of messages and
contact lists
exploring, extracting and assessing the relevance of information
from websites and CD ROMs
communicating with tutor via email
using VLE message boards
Mathematics
Identify the situation or problem and the
mathematical methods needed to tackle it
measuring design repeats, weighing dye quantities and working
out recipe ratios
estimating yarn usage for woven work
English
Speaking and listening – make a range of
contributions to discussions and make
effective presentations in a wide range of
contexts
Reading – compare, select, read and
understand texts and use them to gather
information, ideas, arguments and opinions
Writing – write documents, including
extended writing pieces, communicating
information, ideas and opinions, effectively
and persuasively
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discussing textile work of their own and others
seeking and reading and responding to research
annotating sketchbooks
writing up formal evaluation of outcome.
Edexcel BTEC Level 3 Nationals specification in Art and Design
– Issue 1 – January 2010 © Edexcel Limited 2009